Methodologies of Bilingual Instruction in Literacy Education. Project Mobile, 1988-89. OREA Report.

Autor/inn/en	Berney, Tomi D.; Plotkin, Donna
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Methodologies of Bilingual Instruction in Literacy Education. Project Mobile, 1988-89. OREA Report.
Quelle	(1990), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Bilingual Education Programs; Computer Assisted Instruction; Computer Literacy; Curriculum Development; English (Second Language); Federal Programs; Haitian Creole; Limited English Speaking; Literacy Education; Native Language Instruction; Parent Participation; Postsecondary Education; Program Evaluation; Second Language Instruction; Spanish Speaking; Staff Development; Student Placement; Teaching Methods; Uncommonly Taught Languages + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Computer based training; Computerunterstützter Unterricht; Computerkenntnisse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Fremdsprachenunterricht; Personnel development; Personalentwicklung; Schülerpraktikum; Teaching method; Lehrmethode; Unterrichtsmethode; Minderheitensprache
Abstract	In its second year, Methodologies of Bilingual Instruction in Literacy Education (Project MOBILE) provided 373 students of limited English proficiency, native speakers of Spanish and Haitian Creole, with supplementary English as a Second Language (ESL), native language arts (NLA), and content-area instruction. Project MOBILE stressed the acquisition of English and development of mathematics and computer skills through computer use. The project also provided staff and curriculum development activities and basic skills courses for parents, and met its objectives in ESL, computer science, and curriculum development. It met one staff development objective, and partially met content area objectives. Lack of data made assessment of objectives impossible in the areas of Spanish NLA, attendance, grade retention, referral to remedial programs and special education, staff awareness of pupil problems and needs, placement in programs for the gifted and talented and in postsecondary institutions, and parent involvement. Recommendations for program improvement include allocation of appropriate space for a resource and computer center at one site, and continued efforts to increase parental understanding and involvement in the program, offering activities of interest to parents such as ESL and/or basic skills. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC